Mapping it Out At Last.

My teaching through drama program is going to involve using maps to help with conflict resolution. Maps shape our perceptions of things. They combine utility and aesthetics in a compact visual language. They reflect the world, and they can change it. They can find what is lost and hide what is there. People tend to accept maps as factual, and I think that's a tendency on the part of the general public, because has worked with maps in some form or another. So when people see a map they say, 'okay, this is the truth.'
If you have no other way to prove that you have rights to the land and need to demonstrate physical occupation of territory The only way you can prove physical occupation is by telling the court, “I was here, I have a house here, I have a trapline here, hunt small game over here ... ” All these are markers of occupancy, and the only way to prove occupancy is by having a map that sets out the evidence in terms the people across the negotiating table, or a judge, will understand and accept.
I will start the program something like the coal miner program. I will have the students be the community and I will be a lawyer that arrives and tells them of the certain doom of their community by developers of some sort. I will then let them know that I am there to help. I will leave them to talk it out. To see if they will trust me or if they do not trust me. Then I will give them a case study of another community that has defended there land claims by creating maps that provided markers of occupancy. I will tell them that they must do the same or end up loosing there traditional land.
Maybe then I will give them the role of cartographers that are working with the material to create the maps. They will have to learn about map making, symbols, line, and the basic principles of design.
My teaching through drama program is going to involve using maps to help with conflict resolution. Maps shape our perceptions of things. They combine utility and aesthetics in a compact visual language. They reflect the world, and they can change it. They can find what is lost and hide what is there. People tend to accept maps as factual, and I think that's a tendency on the part of the general public, because has worked with maps in some form or another. So when people see a map they say, 'okay, this is the truth.'
If you have no other way to prove that you have rights to the land and need to demonstrate physical occupation of territory The only way you can prove physical occupation is by telling the court, “I was here, I have a house here, I have a trapline here, hunt small game over here ... ” All these are markers of occupancy, and the only way to prove occupancy is by having a map that sets out the evidence in terms the people across the negotiating table, or a judge, will understand and accept.
I will start the program something like the coal miner program. I will have the students be the community and I will be a lawyer that arrives and tells them of the certain doom of their community by developers of some sort. I will then let them know that I am there to help. I will leave them to talk it out. To see if they will trust me or if they do not trust me. Then I will give them a case study of another community that has defended there land claims by creating maps that provided markers of occupancy. I will tell them that they must do the same or end up loosing there traditional land.
Maybe then I will give them the role of cartographers that are working with the material to create the maps. They will have to learn about map making, symbols, line, and the basic principles of design.